This program, funded under Elementary and Secondary Education Act Title I, for eligible non-public school students in New York City consisted of corrective mathematics services and other supportive services. The supportive services were guidance, homework help and paraprofessional assistance. The program was aimed at first through twelfth graders, who were six months or more deficient in math. Instruction was in small groups with periods of individual instruction where applicable. The program emphasized a positive approach to remediation, an abundance of materials, a discovery approach to learning real life expereiences and the use of games. Analysis of the data showed that the the average student gained ten months over what his/her predicted scores would be in ten months of instruction. The guidance and homework helper supportive services had a statistically significant effect on learning as measured by test scores. The paraprofessional services were not shown to be statistically significant as a factor in successful student learning. (Author/AM)